Streetsboro -- The Streetsboro City Schools met 21 of 24 tested standards, for a letter grade of B, on the district's first Local Report Card featuring A-F grades, released by the Ohio Department of Education Aug. 22.
The 2012-13 report cards feature letter grades in the first nine graded performance measures, said Ohio Department of Education spokesman John Charlton. Districts and school buildings won't be given overall grades under the new system until August 2015.
The district received four Bs, four Cs and one D.
Streetsboro Director of Curriculum Aireane Curtis said parents and other community members reading the report cards will have to reorient themselves.
For example, Streetsboro received "Cs" in three of the four "Value-Added" categories. The general category, which includes all students, the district received a "C;" it also got "Cs" in categories for disabled students and gifted students. It received a "B" for the "Value-Added" category rating the lowest 20 percent of students.
"A 'C' is not bad; that means you are doing what's expected," she said. "An 'A' is going above and beyond."
According to an overview of the new Local Report Card system published by the Ohio Department of Education, an "A" in the "Value-Added" measure indicates students are completing an average of two year's growth in a single school year. A "B" indicates more than a single year of growth, but less than two years growth on average in a single year.
The district received a "B" in for its performance index grade, which "measures the achievement of every student, not just whether or not they reach 'proficient,'" according to ODE overview.
That enables a district to get credit for high performing students who start out "proficient" and excel beyond that level, and it also credits students at the low end who might not have become "proficient" but improved, nonetheless.
The district's four-year graduation rate was a "C," and the five-year rate (only applied to students who fail to graduate in four years) is a "B."
The district received a "D" as its "Annual Measurable Objectives" rating, which rates the academic performance of several groups of students, including: all students; American Indian/Alaskan native; Asian/Pacific islander; black, non-Hispanic; Hispanic, multiracial, white/non-Hispanic economically disadvantaged; students with disabilities; and students with limited English proficiency.
"The performance index at Campus [Elementary School] was the highest it's ever been," said Curtis. "And it was the highest in the district, so we're excited about that."
Campus Elementary School's performance index was 103.1, and the lowest building, Henry Defer Intermediate School, received a performance index score of 94.7.
The three test indicators the district did not meet also were at Defer -- fifth-grade reading, math and science.
Curtis said the district will continue to work to align the district's teaching with the Common Core Standards, a new state curriculum which will be tested next year.
"Kindergarten through second-grade have transitioned to the Common Core, so when the second graders get to third-grade, they'll actually already be on the Common Core," she said. Third-grade is the first year of state achievement testing.
In other grades, Curtis said teachers and administrators are combing through their curriculum and trying to identify which areas of the Common Core Curriculum aren't covered in the current curriculum.
"At Defer, the middle school and the high school, teachers are looking at where those gaps are going to be and how we're going to address them," said Curtis. "They're already making sure we don't have gaps in students' learning."
Curtis said she believes the teachers' caring and efforts will pay off.
"We have dedicated teachers in our buildings who want our students to be successful, and I think that's huge," she said, adding the administration's job is to find ways to help teachers do their jobs well.
FB: The Gateway News/Bob Gaetjens